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Dierestories - 01

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Dierestories

OPVOEDERS AFDELING

Memorandum

Inleiding

Die ICS modules in Graad 3 moedig leerders aan om wyd te lees, fiksie sowel as nie-fiksie. Daar word baie geleenthede geskep vir leerders om te skryf, woordeskat uit te bou en taal te gebruik. Hierdie vaardighede word onderskryf deur tegnieke en strategieë om bewus te raak van klanke. Woordherkenning en begripsvaardighede word geoefen en nuwe klanke word sistematies aangeleer.

Die leeruitkomstes vir Graad 3 word doeltreffend geïntegreer sodat leerders kan skryf oor dit wat hulle gehoor het, bespreek het en gelees het. Die onderwerpe wat vir die modules gekies is, sal vir die leerders in Graad 3 interessant wees aangesien dit in hulle ervaringsveld val. Ander leerareas soos Wiskunde en Lewensoriëntering word ook dikwels geïntegreer.

Alle aspekte van geletterdheid soos in die leeruitkomstes en assesseringstandaarde vir Graad 3 uiteengesit word is vervat in die 8 modules. Met die vaslegging, konsoldering en toepassing hiervan asook die kritieke en ontwikkelingsuitkomstes sal leerders in staat wees om in hulle huistaal te kan dink en redeneer.

Tydskedule

Daar word voorgestel dat plus-minus twee modules per kwartaal voltooi word. Alle leerders behoort al agt modules deur te werk sodat hulle die nodige onderrig in skrifgeletterdheid en klanke kan ontvang.

  • LUISTER, PRAAT, LEES EN SKRYF

Die gedig vertel van verskillende diere en wat hulle gewoontes is. Leerders beplan ‘n praatjie oor ‘n dier en skryf ‘n verslag wat hulle vir die klas voorlees. Leerders lees die stories van “Leeu en Muis” en “Die Skilpad en die Haas” en beantwoord vrae daaroor. Daar is raaisels om te lees en op te los en leerders skryf hulle eie raaisels.

  • SKRIF
Table 1
m_patroon_vas.png: m_vas.png n_vas.png r_vas.png
u_patroon_vas_02.png: u_vas.png v_vas.png w_vas.png
c_patroon_vas.png: c_vas.png    
o_vas_patroon.png: o_vas.png    
a_patroon_vas.png: a_vas.png d_vas.png q_vas.png
  • KLANKE EN WOORDBOU

Woorde wat eindig op die volgende medeklinkers; ks, ng, nk, lp, lk, rs, ns, nt, mp, rk asook woorde wat begin met spr, str, skr.

LEERDERS AFDELING

Inhoud

  • Juffrou lees die gedig vir die leerders.

Dierestories

Figure 1
Figure 1 (graphics1.png)
Table 2
LU 1.1   LU 1.2  

  • Wie het geluister?

1. Wat is die gedig se naam?

2. Van watter dier word daar eerste vertel?

3. Wat doen hulle?

4. Wie kan onthou watter dier kom volgende?

5. Noem al die diere in die gedig. Kan julle die diere in volgorde weergee?

6. Hoe word die luiperd beskryf? Gee hiervoor 'n rede.

7. Hoe word die hiënas beskryf? Gee hiervoor 'n rede.

8. Wat is die belangrikste aktiwiteit waaraan die diere van die bos deelneem?

9. Vind uit wat ape eet, wat bokke eet, wat leeus eet, wat uile eet en wat olifante eet.

10. Watter diere in die gedig is mak diere?

11. Watter diere in die gedig is wilde diere?

12. Die digter nooi julle uit om .......................................

13. Lees nou self die gedig.

Table 3
LU 1.4.2   LU 2.5.7   LU 3.2.1  
  • Sorteer die diere.
  • Soek prente van……………………...
Table 4
Klein mak diertjies Groot mak diere
   
Klein wilde diertjies Groot wilde diere
   

  • Plak die prente in die regte plekke.
Table 5
LU 5.1  

Groepwerk

  • Werk in groepe.
  • Kies enige mak dier.
  • Skryf 'n paar feite neer oor jou MAK DIER.
  • 'n Naslaanboek sal vir jou die feite gee.

My mak dier

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

  • Doen dieselfde met enige WILDE DIER.

My wilde dier

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

Table 6
LU 3.5.1   LU 4.3.2   LU 5.3.1  

Figure 2
Figure 2 (graphics2.png)
  • Voltooi die patroon.
Table 7
LU 4.1  
  • Voltooi die woorde met die medeklinkers in die stertjies.

Figure 3
Figure 3 (graphics3.png)

Table 8
LU 6.1.2   LU 6.2.1  

Assessering

Leeruitkomste 1:LUISTER: Die leerder is in staat om vir inligting en genot te luister en gepas en krities binne ‘n wye verskeidenheid situasies te reageer.

Assesseringstandaard 1.1: Dit is duidelik wanneer die leerder aandagtig luister en reageer op ‘n uitgebreide stel instruksies gepas vir sy/haar vlak;

Assesseringstandaard 1.2: Dit is duidelik wanneer die leerder gepaste luistergedrag toon deur respek vir die spreker te toon, beurte te neem om te praat, vrae te stel om duidelikheid te verkry en dit wat gehoor is, op te som of kommentaar daarop te lewer;

Assesseringstandaard 1.4: Dit is duidelik wanneer die leerder met genot na stories, gedigte, liedjies en ander mondelinge tekste luister en begrip toon:

1.4.2 vir besonderhede luister;

Leeruitkomste 2:PRAAT: Die leerder is in staat om vrymoedig en doeltreffend in gesproke taal binne ‘n wye verskeidenheid situasies te kommunikeer.

Assesseringstandaard 2.5: Dit is duidelik wanneer die leerder deelneem aan klas- en groepbesprekings:

2.5.7 vrae beantwoord en redes vir antwoorde gee;

Leeruitkomste 3:LEES EN KYK: Die leerder is in staat om vir inligting en genot te lees en te kyk en krities op die estetiese, kulturele en emosionele waardes in tekste te reageer.

Assesseringstandaard 3.2: Dit is duidelik wanneer die leerder betekenis uit geskrewe teks skep:

3.2.1 kommentaar lewer op ‘n storie of gedig wat hy/sy gelees het en begrip toon deur vrae te beantwoord:

Assesseringstandaard 3.5: Dit is duidelik wanneer die leerder vir inligting en genot lees:

3.5.1 boeke, fiksie en nie-fiksie, kies en sê waarvan hy/sy hou en nie hou nie.

Leeruitkomste 4SKRYF: Die leerder is in staat om verskillende soorte feitelike en verbeeldingstekste vir ‘n wye verskeidenheid doeleindes te skryf.

Assesseringstandaard 4.1: Dit is duidelik wanneer die leerder leesbaar skryf:

Assesseringstandaard 4.3: Dit is duidelik wanneer die leerder ‘n konsepweergawe van ‘n skryfstuk vir verskillende doeleindes skryf:

4.3.2 ‘n reeks kort tekste vir verskillende doeleindes skryf;

Leeruitkomste 5:DINK EN REDENEER: Die leerder is in staat om taal vir dink en redeneer te gebruik en inligting vir leer te verkry, verwerk en gebruik.

Assesseringstandaard 5.3: Dit is duidelik wanneer die leerder taal gebruik om te ondersoek:

5.3.1 vrae stel om duidelikheid te verkry, verduidelikings soek, alternatiewe voorstel;

Leeruitkomste 6: TAALSTRUKTUUR EN –GEBRUIK: Die leerder ken en is in staat om die klanke, woordeskat en grammatika van die taal te gebruik om tekste te skep en te interpreteer.

Assesseringstandaard 6.1: Dit is duidelik wanneer die leerder klanke in verband bring met letters en woorde:

6.1.2 enkel- en dubbelkonsonante en –vokale korrek gebruik;

Assesseringstandaard 6.2: Dit is duidelik wanneer die leerder met woorde werk:

6.1.2 sommige spelreëls gebruik om korrek te spel.

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